资源简介

教学设计
课程基本信息
学科 英语 年级 高一 学期 春季
课题 B3U6 Disaster and hope Developing ideas: Stars after the storm
教材分析
课文标题为 Stars after the storm——风暴过后现繁星。语篇类型为个人故事。课文从一个孩子的视角记述了一个美国家庭遭受“卡特里娜”飓风袭击后的遭遇。该语篇以时间顺序展开，共分为飓风袭击时、飓风过后、几天之后、一年之后四个阶段，主要描述了主人公在不同阶段生活环境的变化以及随之引起的恐惧、担忧、充满希望、喜悦再到乐观积极等一系列心理活动的变化，让学生在阅读时走进人物角色，感同身受，启发学生思考自然灾害的防范和应对措施，同时体会文中表达的团结一心战胜灾害的决心和对未来生活充满希望的乐观人生态度。
学情分析
在英语学习上，经过义务教育阶段的学习，学生在听、说、读、写，看等方面具备了一定的基础。对于自然灾害，学生有一定的认识。但是对于如何用英文表达自然灾害、影响还处于一个初级阶段。考虑到学生在语言知识、语言技能、文化知识等方面存在不同程度的个体差异，需要继续学习积累与单元主题相关的词汇和语法知识，提升语言感知能力。需要在教师的指导下进行文章的阅读，能依据教师指令完成相应的学习任务，掌握英文表达的技巧，提升语篇知识、文化知识和语用能力，在英语学习过程中，加强合作探究精神。
教学目标
语言技能目标 学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前、读中、读后问题； 用所学的词汇和语言的对课文进行复述； 能够读懂细节信息并能理解阅读中生词含义。 语言知识目标 能够正确运用以下单词和短语: billion, lap, nowhere, otherwise, helicopter, mosquito, midnight, the Big Dipper, the Little Dipper, the Milky Way, county, have yet to, threat, property, sufficient, shelter等。 能够理解文章中长难句并准确翻译。 文化意识目标 了解关于积极面对自然灾害的意义； 了解人们对发生自然灾害时的心理和态度。 情感态度目标 正确认识如何面对自然灾害，时刻提醒自己保持冷静、乐观的态度，以积极的心态面对突发事件。
教学内容
教学重点： 读懂文章，获取主要信息，完成信息结构图。 教学难点： 分析作者在不同阶段的心里变化，正确解读文中的象征意义。
教学过程
Step 1 Before reading Activity 1 Watch the video and answer the questions. Q1: Have ever heard about Typhoon Doksuri Q2: What kind of effect does Doksuri bring to the Aisa countries 设计意图：通过台风“杜苏芮”的视频，吸引学生注意力，导入话题。 Activity 2 Look at another map and answer the questions. Q1: Where did Hurricane Katrina form And where did it hit Q2: How long did it last And how many people lost their lives in the hurricane Q3: What was the cost of the damage the hurricane caused 设计意图：通过让学生看图，了解飓风卡特里娜的相关信息，认识其危害。 Activity 3 Based on the title of the passage, students make a prediction of the main idea of the passage. Q: What’s the passage about 设计意图：根据文章题目，让学生对文章大意做预测，为接下来的学习做准备。 Step 2 While reading Extensive reading Activity 4 Read “Learning to learn ” and match the main idea with each part. a. Find out words describing the time when events happened. Para 1-2 We were rescued and resettled a few days later. Para 3-4 Our experience during the hurricane. Para 5 We were back home with hope one year later. Para 6 Our living condition right after the hurricane. 设计意图：通过快速阅读，找出描述时间的词汇，初步了解故事内容、体裁，并能够按时间顺序抓住文章的脉络结构。 Intensive reading Activity 5 Read “Learning to learn ” and analyze the structure of the text and fill in the diagram. b. Focus upon the emotional words to describe a memorable experience. 设计意图：通过问题链进行细节阅读，完成表格，学生学习飓风肆虐及过后的情形和其造成的危害的一些具体表达，关注和体会作者在经历飓风灾害前后的相关心理感受变化。 Step 3 After reading Activity 6 Work in pairs. Act out an interview with the author about their experience of Hurricane Katrina. Read the passage again and underline the important information. Prepare questions for the interview using the information you underlined. Q1: How did you feel when you found that the roof flew off Q2: How did you feel when you realized that Smartie had disappeared Q3: What do you think could be done to help the local people rebuild their homes Decide the roles of interviewer and interviewee. Act out the interview. 设计意图：检验学生对课文内容和主题的把握，以小组为单位回到课本，充分利用文中的细节信息，设计问题，扮演采访者和被采访者，完成角色表演，体会作者的情感，并感受团结就是力量的道理。 Activity 7 Think and share Q1: Why does the author say “Although it was only a few days before we were rescued, it felt like months” Q2: What sort of attitude to life is reflected in the author’s experience of looking at the night sky Q3: If you were in the same situation as the author, what would you think and do 设计意图：积极思考，分享观点，联系生活实际，扩展主题意义。 Activity 8 Summary T: When faced with disasters, with stars in your eyes (hope in your mind), you can move on and have a bright future. 设计意图：总结归纳，引导学生在应对自然灾害时树立积极向上的人生态度。 Step 4 Homework Review the words and expression you learned today and retell the story. Make a poster to show what is the effect about storm and how to protect ourselves when we face this kind of nature disaster. Do you still remember the flood in China caused by typhoon Doksuri Many people suffered a lot from it. Now write some flood safety guidelines for them. 设计意图：让学生巩固本节课所学中飓风的危害和影响以及飓风安全指南。通过设计海报和书写安全指南，内化并表达积极乐观的人生态度和人与自然和谐统一的关系，进一步加深了对整个单元主题意义的理解。 Step 5 Black board design

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